任務(wù)8三類題對(duì)應(yīng)法——解“主旨大意題”主旨大意題不僅考查考生略讀文章、領(lǐng)會(huì)大意的能力，也對(duì)考生的歸納概括能力提出了較高的要求。文章中沒(méi)有明顯的解題依據(jù)，考生需要從文章中提煉、抽取一些關(guān)鍵詞，并對(duì)主干句進(jìn)行加工概括，才能歸納出文章的主旨。此類題目可分為三大類：段落大意題、主題歸納題和標(biāo)題判斷題。近幾年高考的設(shè)問(wèn)形式：段落大意題2024·新高考Ⅰ卷閱讀B26.Whatdoesparagraph3mainlytalkabout？2023·新高考Ⅰ卷閱讀D32.Whatisparagraph2ofthetextmainlyabout？2023·全國(guó)乙卷閱讀D32.Whatisthefirstparagraphmainlyabout？主題歸納題2024·新高考Ⅱ卷閱讀C31.Whatdoesthetextmainlytalkabout?標(biāo)題判斷題2024·全國(guó)甲卷閱讀B27.Whatisasuitabletitleforthetext?2023·新高考Ⅱ卷閱讀B27.Whatcanbeasuitabletitleforthetext?類型1段落大意題——主題句推斷法段落大意題主要考查考生對(duì)段落核心信息的理解，要求考生在理解段落內(nèi)容的基礎(chǔ)上提煉出核心信息，然后對(duì)比選項(xiàng)，選出最契合段落主要內(nèi)容的選項(xiàng)。解段落大意題時(shí)，可以采用“主題句推斷法”。通常根據(jù)段落的組織形式快速找出段落主題句，從而歸納段落大意。真題示例2023·新高考Ⅰ卷閱讀DThiseffectcapitalizesonthefactthatwhenpeoplemakeerrors，thoseerrorsaren'talwaysthesame.[總]Somepeoplewilltendtooverestimate，andsometounderestimate.Whenenoughoftheseerrorsareaveragedtogether，theycanceleachotherout，resultinginamoreaccurateestimate.Ifpeoplearesimilarandtendtomakethesameerrors，thentheirerrorswon'tcanceleachotherout.Inmoretechnicalterms，thewisdomofcrowdsrequiresthatpeople'sestimatesbeindependent.Ifforwhateverreasons，people'serrorsbecomecorrelatedordependent，theaccuracyoftheestimatewillgodown.[分]32．Whatisparagraph2ofthetextmainlyabout?A．Themethodsofestimation.B．Theunderlyinglogicoftheeffect.C．Thecausesofpeople'serrors.D．ThedesignofGalton'sexperiment.【解題分析】本段是總分結(jié)構(gòu)。第一句是主題句(群體智慧效利用了人們所估算的誤差不盡相同這一事實(shí))，后面內(nèi)容進(jìn)行了詳細(xì)闡述并得出結(jié)論(當(dāng)足夠多的誤差被平均時(shí)，它們就會(huì)相互抵消，從而得出更為準(zhǔn)確的估算)。由此可知，該段主要介紹了群體智慧效應(yīng)的基本邏輯。故選B。類型2主題歸納題——主題句定位法＋段意串聯(lián)法1．主題句定位法(1)據(jù)文體類別定位主題句(2)據(jù)行文標(biāo)志定位主題句2．段意串聯(lián)法在解主題歸納題時(shí)，通常要通篇考慮，以宏觀的視角閱讀文章。此時(shí)可以采用“段意串聯(lián)法”，根據(jù)首尾段及中間各段主旨句“抽”出文章的骨架，快速提煉文章的主旨。在快速串聯(lián)時(shí)，一定要略讀，不關(guān)注細(xì)枝末節(jié)，而是重點(diǎn)讀首段、各段主旨句和尾段，即eq\x(首段)→eq\x(第一段主旨句)→eq\x(第二段主旨句)→……→eq\x(尾段)真題示例2024·新高考Ⅱ卷閱讀C(1)Weallknowfreshisbestwhenitcomestofood.However，mostproduceatthestorewentthroughweeksoftravelandcoveredhundredsofmilesbeforereachingthetable.Whilefarmer'smarketsareasolidchoicetoreducethejourney，BabylonMicro-Farm(BMF)shortensitevenmore.(2)BMFisanindoorgardensystem.Itcanbesetupforafamily.Additionally，itcouldservealargeraudiencesuchasahospital，restaurantorschool.Theinnovativedesignrequireslittleefforttoachieveareliableweeklysupplyoffreshgreens.(3)Specifically，it'safarmthatreliesonnewtechnology.ByconnectingthroughtheCloud，BMFisremotelymonitored.Also，thereisaconvenientappthatprovidesgrowingdatainrealtime.Becausethesystemisautomated，itsignificantlyreducestheamountofwaterneededtogrowplants.Ratherthanwateringrowsofsoil，thesystemprovidesjusttherightamounttoeachplant.Afterharvest，userssimplyreplacetheplantswithanewpre-seededpod(容器)togetthenextgrowthcyclestarted.(4)Moreover，havingasysteminthesamebuildingwhereit'seatenmeanszeroemissions(排放)fromtransportingplantsfromsoiltosalad.Inaddition，there'snoneedforpesticidesandotherchemicalsthatpollutetraditionalfarmsandthesurroundingenvironment.(5)BMFemployeesliveoutsustainabilityintheireverydaylives.Abouthalfofthemwalkorbiketowork.Insidetheoffice，theyencouragerecyclingandwastereductionbylimitinggarbagecansandavoidingsingle-useplastic.“Wearepassionateaboutreducingwaste，carbonandchemicalsinourenvironment，”saidaBMFemployee.31．Whatdoesthetextmainlytalkabout?A．BMF'smajorstrengths.B．BMF'sgeneralmanagement.C．BMF'sglobalinfluence.D．BMF'stechnicalstandards.第一段主題句：雖然農(nóng)貿(mào)市場(chǎng)是減少旅程的可靠選擇，但巴比倫微型農(nóng)場(chǎng)(BMF)甚至能讓旅程更短。第二段主題句：這一創(chuàng)新的設(shè)計(jì)不需要多少努力就能實(shí)現(xiàn)可靠的每周新鮮綠色蔬菜的供應(yīng)。第三段主題句：該系統(tǒng)不是澆灌一排排的土壤，而是為每株植物提供合適的水量。第四段主題句：同一棟建筑里實(shí)現(xiàn)食物供應(yīng)和食用，意味著將土地里的植物送上餐桌變成沙拉這一過(guò)程實(shí)現(xiàn)了零排放。第五段主題句：我們熱衷于減少環(huán)境中的廢物、碳和化學(xué)物質(zhì)?！窘忸}分析】此題可利用主題句定位法解題。找出每段的主題句(文中標(biāo)黑處)。根據(jù)這些主題句可知，文章主要介紹了巴比倫微型農(nóng)場(chǎng)(BMF)的一些主要優(yōu)勢(shì)。故選A。類型3標(biāo)題歸納題——運(yùn)用“3特征和4方法”定最佳標(biāo)題1．三大最佳標(biāo)題特征概括性準(zhǔn)確而又簡(jiǎn)潔，一般為單詞、短語(yǔ)或短小的句子針對(duì)性標(biāo)題內(nèi)涵和外延正好與文章內(nèi)容相符醒目性語(yǔ)言精練有吸引力，能吸引讀者的注意力，喚起讀者的閱讀欲望2.四大實(shí)用解題方法關(guān)鍵詞法多次重復(fù)的觀點(diǎn)中反復(fù)出現(xiàn)的詞就是體現(xiàn)主旨的關(guān)鍵詞主題句法根據(jù)文章主題句，確定中心詞，提煉標(biāo)題穿珠連串法分析文章細(xì)節(jié)，確定共同點(diǎn)，如同穿珠般，串聯(lián)細(xì)節(jié)共同點(diǎn)，確定標(biāo)題逆向法根據(jù)四個(gè)選項(xiàng)，考慮其可能的內(nèi)容，對(duì)照原文，最相似者為最佳選項(xiàng)真題示例2024·浙江1月卷閱讀DTheStanfordmarshmallow(棉花糖)testwasoriginallyconductedbypsychologistWalterMischelinthelate1960s.Childrenagedfourtosixatanurseryschoolwereplacedinaroom.Asinglesugarytreat，selectedbythechild，wasplacedonatable.Eachchildwastoldiftheywaitedfor15minutesbeforeeatingthetreat，theywouldbegivenasecondtreat.Thentheywereleftaloneintheroom.Follow-upstudieswiththechildrenlaterinlifeshowedaconnectionbetweenanabilitytowaitlongenoughtoobtainasecondtreatandvariousformsofsuccess.Asadultswefaceaversionofthemarshmallowtesteveryday.We'renottempted(誘惑)bysugarytreats，butbyourcomputers，phones，andtablets—allthedevicesthatconnectustotheglobaldeliverysystemforvarioustypesofinformationthatdotouswhatmarshmallowsdotopreschoolers.Wearetemptedbysugarytreatsbecauseourancestorslivedinacalorie-poorworld，andourbrainsdevelopedaresponsemechanismtothesetreatsthatreflectedtheirvalue—afeelingofrewardandsatisfaction.Butaswe'vereshapedtheworldaroundus，dramaticallyreducingthecostandeffortinvolvedinobtainingcalories，westillhavethesamebrainswehadthousandsofyearsago，andthismismatchisattheheartofwhysomanyofusstruggletoresisttemptingfoodsthatweknowweshouldn'teat.Asimilarprocessisatworkinourresponsetoinformation.Ourformativeenvironmentasaspecieswasinformation-poor，soourbrainsdevelopedamechanismthatprizednewinformation.Butglobalconnectivityhasgreatlychangedourinformationenvironment.Wearenowceaselesslybombarded(轟炸)withnewinformation.Therefore，justasweneedtobemorethoughtfulaboutourcaloricconsumption，wealsoneedtobemorethoughtfulaboutourinformationconsumption，resistingthetemptationofthemental“junkfood”inordertomanageourtimemosteffectively.35．Whichofthefollowingisthebesttitleforthetext?A．EatLess,ReadMoreB．TheBitterTruthaboutEarlyHumansC．TheLater,theBetterD．TheMarshmallowTestforGrown-ups本文主題句：斯坦福棉花糖測(cè)試最初是由心理學(xué)家沃爾特·米舍爾在20世紀(jì)60年代末進(jìn)行的。本文關(guān)鍵段落：作為成年人，我們每天都要面對(duì)一種棉花糖測(cè)試。我們不是被含糖食品所誘惑，而是被我們的電腦、手機(jī)和平板電腦——所有連接我們到全球傳輸系統(tǒng)的各種信息，就像棉花糖對(duì)學(xué)齡前兒童的誘惑一樣。我們被甜食所誘惑，因?yàn)槲覀兊淖嫦壬钤谝粋€(gè)低熱量的世界，我們的大腦對(duì)這些能反映自己價(jià)值的食物產(chǎn)出了一種反應(yīng)機(jī)制——一種獎(jiǎng)勵(lì)和滿足感。本文總結(jié)：我們對(duì)信息的反應(yīng)也有類似的過(guò)程?！窘忸}分析】本題可以通過(guò)主題句法解題。由首段主旨句和后文各段主旨句可知，文章主要是講在信息化時(shí)代我們作為成年人每天都在面對(duì)棉花糖測(cè)試，信息轟炸讓我們攝入了太多精神“垃圾食品”。故選D。A(2025·杭州高三質(zhì)檢)Educationin2080isdistinctivefromeducationinthe2020s.Untilabout2035，themainfunctionofeducationsystemsistosupplytheeconomywiththenextgenerationofworkers.In2080，thepurposeofeducationisthewell-beingofsocietyandallitsmembers.Tomakethisabitmoretangibleforyou，Iwouldliketogiveanexampleofwhatachild'seducationlookslikein2080.HernameisShemsy.Shemsyis13，andsheisconfidentandloveslearning.Shemsydoesnotgotoschoolinthemorningbecauseschoolsasyouknowthemnolongerexist.Schoolshavebeenreplacedwith“LearningHubs”thatarenotrestrictedtocertainages.Theyarewhereintergenerationallearninghappens，inlinewiththebeliefthatlearningisthelifelongpursuit.Everyyear，Shemsydesignsherlearningjourneyfortheyearwithahighlyattentive“teacher-citizen”．Shemsyisactivelyengagedindesigninghereducationandhastoproposeprojectsshewouldliketobeinvolvedintocontributetoandservehercommunity.Shealsospendslotsoftimeplayingastheroleofplayinlearninghasfinallybeenrecognizedastheessentialandcoretoourhumanity.Shemsyworksalotcollaboratively.Accesstoeducationisuniversal，andhighereducationinstitutionsnolongerdifferentiatethemselvesbyhowmanypeopletheyrejectyearly.Variabilitybetweenstudentsisexpectedandleveraged(充分利用)asyoungpeopleteachoneanotherandusetheirdifferencesasasourceofstrength.Shemsynaturallyexploreswhatsheiscuriousaboutatapaceshesets.Shestillhassomeclassestotakethataremandatoryforchildrenglobally：BeingHumanandtheHistoryofHumanity.Weinviteyoutothinkaboutyourvisionforeducationintheyear2080：whatdoesitlooklike，whodoesitserve，andhowdoesittransformoursocieties?1．WhatdoesParagraph1mainlytellus?A．Therearedifferenttypesofeducation.B．Thepresenteducationneedsimprovements.C．Educationandeconomyarecloselyassociated.D．Thegoaloffutureeducationisfundamentallydifferent.2．WhatdoweknowabouttheLearningHubthatShemsygoesto?A．Itacceptsstudentsofallages.B．Itpromotescompetition.C．Itdiscouragesindividualizedlearning.D．Itisallaboutplay-basedlearning.3．Whatdoestheunderlinedword“mandatory”inParagraph3mean?A．Tough. B．Satisfactory.C．Optional. D．Required.4．Whatisthesuitabletitleforthetext?A．AnExampletoAllB．AVisionforEducationC．AChallengeforEducationD．AJourneyintotheFutureB(2025·武漢高中畢業(yè)生四月調(diào)研)Bythelate1960s,abstractpainterHaroldCohenhadrepresentedBritainatimportantfestivalswithhisoilpaintingsandbeenseekinganewchallenge.“Maybetherearemoreinterestingthingsgoingonoutsidemystudiothaninsideit，”hethought.Cohenturnedfromthecanvas(畫布)tothescreen,usingcomputerstofindnewwaysofcreatingart.Inthelate1960s,hecreatedaprogramthathenamedAARON.Itwasthefirstartificialintelligencesoftwareintheworldoffineart,andCohenfirstpresentedAARONin1974attheUniversityofCalifornia,Berkeley.AARON'sworkhassincegracedmuseumsfromTateModerninLondontotheSanFranciscoMuseumofModernArt.Now,withAIdominatingtheheadlines,anewexhibitionatNewYork'sWhitneyMuseumofAmericanArt,“HaroldCohen：AARON”，runningthroughJune2024,drawsattentiontoCohen'spioneeringwork.TheWhitneyisofferingsomethingdeeperthanmostpreviousAARONexhibits：areal-timeexperience,inwhichvisitorscanwatchthesoftwareproduceart.CohenseededAARONwithallsortsofknowledge：aboutbasicobjects,physics,andfundamentaltechniquesofdrawing.AARONusesthisknowledgetofollowinstructions,completetasks,andmakedecisionslikehumanbeings—averydifferentapproachfromtoday'sgenerativeAIartprograms,whichdon'tdrawfromscratch(從頭開(kāi)始)butratherrelyondatabasesofimages.VersionsofAARONstillgenerateoutput,butanythingdoneafterCohen'sdeathin2016isnotconsideredgenuine.TheWhitneyisshowcasingtwoversionsofCohen'ssoftware,alongwiththeartthateachproducedbeforeCohendied.The2001version,AARONKCAT,generatesimagesoffiguresandplantsandprojectsthemontoawallmorethantenfeethigh,whilethe2007versionproducesjungle-likescenes.Thesoftwarewillalsocreateartphysically,onpaper,forthefirsttimesincethe1990s.“Itisabsolutelythrilling，”saidChristianePaul,themuseum'sdirectorofdigitalart,“tohaveoneofthoseremarkabletreasuresofdigitalartinthecollection.”5．WhatwasAARONbornoutof?A．Cohen'scuriosity.B．Themuseum'sdonation.C．Cohen'simagination.D．Theuniversity'ssupport.6．WhatmakesAARONdifferentfrommodernAIartprograms?A．Itsabilitytoassigntasks.B．Itsuseofmoderntechniques.C．Itscapabilitytomakechoices.D．Itsdependenceonexistingdatabases.7．Whatcanvisitorsdointhe“HaroldCohen：AARON”exhibition?A．Seetheoriginal1960sversionofAARON.B．GenerateimageswiththehelpofAARON.C．Learnaboutthephysicalrulesinart.D．ObserveAARONcreatingartonthespot.8．Whatisthetextmainlyabout?A．Themasterpiecesofdigitalart.B．Anewshowoftheartworld'sfirstAI.C．ThelatesttechnologiesintheWhitney.D．HaroldCohen'simpactongenerativeAI.參考答案：[語(yǔ)篇解讀]本文是說(shuō)明文。文章通過(guò)虛構(gòu)人物Shemsy向讀者展示2080年的教育是什么樣子的，并引發(fā)讀者思考自己眼中的2080年的教育是什么樣子的。1.D[段落大意題。根據(jù)第一段的中心句“Educationin2080isdistinctivefromeducationinthe2020s”可知，2080年的教育和現(xiàn)在很不同；再結(jié)合第一段中的“Untilabout2035，themainfunctionofeducationsystems...In2080，thepurposeofeducationisthewell-beingofsocietyandallitsmembers”可知，本段主要講未來(lái)的教育目標(biāo)和現(xiàn)在截然不同，故D項(xiàng)正確。A項(xiàng)“教育有不同的類型”；B項(xiàng)“目前的教育需要改進(jìn)”；C項(xiàng)“教育和經(jīng)濟(jì)密切相關(guān)”；D項(xiàng)“未來(lái)教育的目標(biāo)完全不同”。]2.A[細(xì)節(jié)理解題。根據(jù)第二段中的“‘LearningHubs’thatarenotrestrictedtocertainages.Theyarewhereintergenerationallearninghappens，inlinewiththebeliefthatlearningisthelifelongpurs